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The long-term effect of age at school entry on cognitive competencies in adulthood

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  • Görlitz, Katja
  • Penny, Merlin
  • Tamm, Marcus

Abstract

While the previous literature finds robust evidence that children who enter school at a more advanced age have better test scores than their younger classmates, only little is known about the persistence of this effect into adulthood. This study is the first to analyze whether the school starting age even affects test scores long after school graduation. The scores were conducted as part of a representative survey of adults, measuring math and language competencies. Exploiting state and year variation in school entry regulations, the results show that a higher school starting age significantly increases competencies in receptive vocabulary.

Suggested Citation

  • Görlitz, Katja & Penny, Merlin & Tamm, Marcus, 2022. "The long-term effect of age at school entry on cognitive competencies in adulthood," Journal of Economic Behavior & Organization, Elsevier, vol. 194(C), pages 91-104.
    • Handle: RePEc:eee:jeborg:v:194:y:2022:i:c:p:91-104
    DOI: 10.1016/j.jebo.2021.12.009
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    More about this item

    Keywords

    School starting age; Test scores; Cognitive competencies;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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